Northamptonshire’s Education, Health & Care
Third Transition Plan
September 2016 – April 2018 2
Document control
Northamptonshire’s Education, Health & Care Title Transition Plan
Authors Northamptonshire EHC Team
Approvers Gwyn Botterill, EHC Service Manager
Status Published 18/8/2014
Version History
Version Date Summary of changes
0.1 Aug 2014 First version following consultation ending July 2014
1.0 18/8/2014 Published version
1.1 23/9/2014 Amendment
1.2 03/12/2014 Amendment
2.0 1/9/2015 Reviewed Plan Sept 2015
3.0 1/9/2016 Reviewed Plan Sept 2016
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CONTENTS
Introduction ...... 4
Academic year Sept 2014 – Aug 2015 (1st year of transition) - REVIEW ...... 4
Academic year Sept 2015 – Aug 2016 (2nd year of transition) - REVIEW ...... 5
Academic year Sept 2016 – Aug 2017 (3rd year of transition) ...... 5
Academic year Sept 2017 – April 2018 ...... 6
Summary chart of proposals ...... 7
The transition process ...... 9
Sources of independent SEN information and advice ...... 12
Contact details for queries and concerns about the transition process ...... 12
Appendix 1 One-page-profiles ...... 13
Appendix 2: Understanding Outcomes ...... 15
Appendix 3: Statutory timescales for EHC needs assessment ...... 16
Schools holding Transfer Events ...... 17
Transfer Events Calendar ...... 18
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INTRODUCTION
Following publication of the ‘Transitional and saving provisions’ (made under section 137 of the Children and Families Act 2014) relating to part 3 of the Children and Families Act 2014 (children and young people in England with special educational needs or disabilities)’ by the Department for Education on 29th July 2014 the original local plan set out how Northamptonshire County Council was to meet the requirements.
This document is Northamptonshire’s Third Transition Plan relating to the original statutory requirements and subsequent DfE amendments.
Northamptonshire County Council has received feedback from parents, young people and professionals who have been involved in the first two years of transition from statements to the new system of SEN and disability in the academic years 2014/15 and 2015/16. Feedback from year one raised a number of concerns with the process which were addressed in year two by holding transfer events in schools where significant numbers of pupils were transferring in any of the required year groups. Feedback from parents and professionals was very positive and the events will remain for transfers of young people in year 9 for the third transitional year.
This document is the third Transition Plan issued by the Council for September 2016. This plan provides information about when children and young people will be transferred to the new system and also sets out how the transfer process will be implemented. A summary chart of transition arrangements is provided on page 7.
ACADEMIC YEAR SEPT 2014 – AUG 2015 (1ST YEAR OF TRANSITION) - REVIEW
The plans for the first year of transition were ambitious and proved more challenging than originally anticipated. The timescale for transfer of 14 weeks was unfortunately not met in the majority of cases, this was not only a local issue as other local authorities’ experienced similar difficulties to ourselves. The DfE have amended the timeline for the transfer assessment process from September 2015 to 20 weeks in acknowledgement of the work required to effectively transfer from the old to new SEN systems. In this first year of transition:
1070 statements to carry out EHC needs assessment 82% completed in the academic year 15% completed within the 14 week timeline
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ACADEMIC YEAR SEPT 2015 – AUG 2016 (2N D YEAR OF TRANSITION) - REVIEW
Significant change to the transfer process for approximately 70% of young people was made for the academic year starting September 2015 following feedback from parents and young people who experienced the process in the first year of transition. Schools identified as having high statement numbers in the required transfer year groups were all visited and the majority agreed to be part of the Transfer Event process. All parents in these schools were contacted to explain the process and offered the opportunity to discuss any areas of concern and/or meet with the local authority and offered support by IASS. Where transfer events were not held the transfers were run by schools on the local authority’s behalf as in year 1.
1150 statements to carry out EHC assessments 82% completed in the academic year 25% completed within 20 week timeline
Future years
The following information is provided to enable parents, schools and professionals to establish when their own child or other children are likely to transition to the new system. A report on progress against the transition plan and a revised transition plan will be published annually. This information will be available on the Council website from 1st September 2016. transfer to education health and care plans
ACADEMIC YEAR SEPT 2016 – AUG 2017 (3R D YEAR OF TRANSITION)
The following year groups will transfer to the new SEN system in 2016/17:
Year 3 (total 116 statements)
Year 4 (total 151 statements)
Year 6 (total 218 statements) Reviews completed by 9th November 2016
Year 9 (total 328 statements) Transfer events to be held in the Autumn Term in some schools. Parents notified directly where relevant.
Any transfers from an Early Years setting to school; infant to junior school, primary to middle school, middle to secondary school and transfers from mainstream to special school or vice versa
All children with statements moving into Northamptonshire
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For pupils in the following year groups from 1st September 2016, all statements of SEN will be maintained in accordance with Part IV of the Education Act 1996 and statements will not be converted to EHC plans:
Years 2, 5 and 8
ACADEMIC YEAR SEPT 2017 – APRIL 2018
The following year groups are likely to transfer to the new SEN system in 2017/18:
Year 3 (total 43 statements)
Year 6 (total 214 statements) Reviews completed by 9th November 2017
Year 9 (total 295 statements)
Any transfers from an Early Years setting to school; infant to junior school, primary to middle school, middle to secondary and transfers from mainstream to special school or vice versa
All children with statements moving into Northamptonshire
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SUMMARY CHART OF PROPOSALS
1st Year 2nd Year 3rd Year 4th Year 2014-15 2015-16 2016-17 2017-18
-1 (N2) 0 1 2
0 1 2 3
1 2 3 4
2 3 4 5
3 4 5 6
4 5 6 7
5 6 7 8
6 7 8 9
7 8 9 10
8 9 10 11
9 10 11
10 11
11 13
13 & 14
Key
Yellow Year Group highlighted to transfer in this year
Green Completed
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THE TRANSITION PROCESS
Introduction
Over the transition period the annual review for pupils, who currently have statements of SEN, will be replaced by a transfer review in the year in which they transfer.
The transfer review must be completed within 12 months of the date the statement was issued or of the previous annual review of the statement. However, to give sufficient time to complete the transfer review for pupils transferring from early years settings to school, infant to junior school, primary to middle school, secondary to post-16 institution or apprenticeship and mainstream to special or vice versa, these reviews will be completed in the Autumn Term. Required deadline dates will be advised at the start of the academic year.
The Local Authority has decided that transfer reviews for Year 6 pupils must be carried out early in the academic year when they are to transition to the new system to meet the statutory timelines for naming new schools.
The Local Authority will write to schools by the beginning of September, setting out the details of the pupils at their school/setting with statements of SEN, who will require a transfer review in that academic year. The Local Authority will also write to parents of children, who will be affected by the transition arrangements, by the beginning of September, providing them with details of the process and of their rights of appeal. Support for young people, parents and schools on how to be involved in the transfer process is published on the NCC website and can be accessed through the Local Offer. Parents will be sent a booklet about how to be involved in the writing of Part A ‘All About Me’ section of the plan, easy read versions of documents for young people and parents are available on the website.
Following review of the first transition year significant changes to the transfer process were successful in year 2 and will therefore continue in the third transition year. There will therefore be two processes for transfer:
School led transfers: This process is the same as Year 1 where the school facilitate the transfer review meeting, on behalf of the local authority, instead of an annual review; then send the information to the LA for completion of the process based on the information received.
Parents can access support through the Information, Advice and Support Service (IASS) (see details on page 13). Schools or parents can also request allocation of a case worker from the EHC Team to support them through the process.
Local Authority (LA) led transfers: A small number of schools (see attached list) have a large number of young people in the target year groups on roll. For these transfers the school will work with the young people and parents to review the statement and progress and produce a report. This report will be used by the LA to inform the transfer review meeting which will be facilitated by an LA case worker. These meetings will be held during Transfer Events (see attached timetable) at the school where parents and young people meet formally for the transfer review 10
meeting with the LA and additional professionals are available to support meetings or for more general discussions on the day as appropriate (details below).
Schools will arrange the review meeting date and times with parents, on behalf of the LA and will then inform the LA when these will take place. Parents must be given at least two weeks’ notice of the transfer review taking place and should also receive any updated information from the school. The assessment timeline of a maximum of 20 weeks starts at the two week notice period of the review meeting.
Parents and young people can access support through IASS and independent supporters (see details on page 13).
The purpose of the school review is to inform the transfer process by:
Reviewing progress since the last annual review Considering if the statement is still required Review of parts 2 and 3 of the statement and amend as required providing supporting evidence from professional reports/assessments. If the child’s/young person’s statement remains accurate and up-to-date, there is no need to seek any new advice/reports. Completion of a one-page-profile with the child/young person which gives their aspirations and key information required to support them, focusing on the voice of the child/young person (see appendix 1) Based on these aspirations, develop outcomes and steps towards meeting them. (See appendix 2) Gathering any new/additional reports obtained by school or the parents that can be used to support the assessment. This should include reports from health and care professionals as well as education, if appropriate. Confirming that reports to be submitted to the local authority are sufficient for the transfer assessment process. Where this is not the case the authority will need to obtain updated information from relevant professionals before making any decision.
Schools are required to submit their report to support the transfer review meeting to the Local Authority within 2 weeks of the date of the meeting.
Stage 1: Transfer Review Meeting - School led transfer reviews
Schools timetable and hold Transfer Reviews, on behalf of the LA, in place of the annual review of the statement. These reviews for Y6 pupils MUST be held before the end of the autumn term.
Schools are required to submit the report of the transfer review meeting to the Local Authority within 2 weeks of the date of the meeting.
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NOTE: From the point that the transfer review commences, parents and young people will have appeal rights under the new SEN and disability system and appeal rights relating to statements will no longer be available to parents.
Stage 1: Transfer Review Meeting – LA led transfers
1. Schools timetable individual meetings on the agreed transfer event date, on behalf of the LA. NB: Where parents are unable to attend the meeting on the set day a separate meeting with the LA will be organized on request.
2. Schools prepare a report, with young people and parents, to inform the transfer review meeting. This report to be sent to the LA 2 weeks before the scheduled meeting.
3. Transfer meeting, facilitated by LA case worker, held in school with parent, young person and others as appropriate. This is a focused meeting to:
a. confirm information already received
b. Gather any new information e.g. updated medical reports
c. Discuss aspiration for further education, training, work or independence and what is important for the future
d. Discuss outcomes to support these aspirations
e. Agree if further assessments required to inform the transfer process
4. The output of this meeting will inform the decisions around the transfer; seeking updated advice, decision as to whether to transfer etc
Stage 2: EHC Assessment (all transfers)
To conduct a transfer review the Local Authority must undertake an EHC needs assessment, paying due regard to the 2014 SEN and Disability Code of Practice: 0 – 25.
To undertake this assessment the local authority:
Must not seek any advice required for an EHC assessment if such advice has previously been provided for any purpose and the person providing that advice, the local authority and the child’s parents or the young person are satisfied that it is sufficient for the purposes of an EHC needs assessment. Will request advice from relevant professionals where sufficient advice is not available. Professionals have 6 weeks in which to provide the advice requested.
See appendix 3 for statutory timescales and stages of EHC needs assessment.
Stage 3: Notification of Decision (all transfers)
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An EHC plan, where needed, will be finalised and issued to parents/young person and to the school or other educational/training institution, named in the plan within 20 weeks of the date of the start of the transfer process.
Where the Local Authority decides not to secure an EHC plan for a child/young person notification will be given within 10 weeks of the date of the transfer meeting. This notification will include information on the support available without an EHC Plan, offer a meeting to discuss the decision and detail the parent/young persons right of appeal.
Parents can request a meeting with a local authority officer to discuss the decision or the details in the draft EHC plan. This meeting will be held as soon as is practicable following the request.
SOURCES OF INDEPENDENT SEN INFORMATION AND ADVICE
Northamptonshire Information, Advice and Support Service (IASS)
Website: www.iassnorthants.co.uk
IASS can also signpost to Independent Supporters.
Northampton Parent Forum Group
Website: www.northantspfg.co.uk
CONTACT DETAILS FOR QUERIES AND CONCERNS ABOUT THE TRANSITION PROCESS
Education, Health & Care Team
John Dryden House 8-10 The Lakes Bedford Road Northampton NN4 7YD
Email: [email protected]
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APPENDIX 1 ONE-PAGE-PROFILES
What are they?
A one page profile is a summary of what matters to the young person and how to support them well. It is the starting point to build and develop the production of a person centred plan.
Why use them?
They are a way for the young person to have a voice, to have their strengths and what is important to them as an individual acknowledged and identify how they need to be supported. One page profiles are also a way for parents/carers to share their knowledge and expertise on how best to support their child. One page profiles capture important information to enable teachers to personalise learning for each young person. This information enables teachers to be aware of the strengths, interests and specific support needs of their pupils. One page profiles can be used to inform person centred/action planning and target setting, so that these reflect what is important to the young person and how best to support them. This can make outcomes and targets more meaningful and relevant to the young person. They are a way to share information between staff, for example when supply teachers have to cover a class, and to create a smooth transition from one class to another by giving the new teacher strategies to get the best out of each and every pupil. This is really useful in building up positive relationships, as the teacher has a prior knowledge of interests and strengths.
How do they link to EHC assessment and plans?
A one page profile will inform the ‘All About Me’ section of the assessment and plan. It should give a clear idea of the young person’s views on what is important to them, their aspirations and how they want to be supported.
The one page profile is the earliest opportunity for recording the voice of young people in the statutory process as well as being a useful document to develop with the young person throughout their education to enable greater understanding across professionals of their desires.
A one page profile must be included in any requests for a statutory assessment and will also be required as current statements are transferred to EHC Plans from September 2014. These transition profiles can be written as part of the annual review process.
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How can you develop them?
Building a one page profile requires gathering some key information about what matters most to the young person. The aim is to capture, in an easily accessible personalised format:
What people like and admire about the person What’s important to the young person How best to support the young person
‘What people like and admire’ begins the profile with a positive focus on the young person’s gifts and skills. Learning the skill of appreciating what is likeable and admirable about the person counteracts the tendency of services to focus on a person’s deficits and thus label them with a negative reputation. It instead presents the individual in a way in which they would wish to be seen; a ‘capacity view’ or ‘positive reputation’ in a document that belongs to them.
These gifts, skills and positive attributes are of key importance in all person centred approaches because it is these that will support and enable the young person to overcome the barriers to a full life in the community.
‘What is important to the person’ are the things that the person is telling us with their words and behaviour that really matter to them.
Learning to listen for what really matters to people is another fundamental person centred thinking skill.
‘How to best support the person’ is a collection of what we have learned about ways to support the young person that work, because they enable the person to stay healthy and safe, and to access the community, in a way that makes sense for them, and in balance with the things that are most important to them. This uses the person centred thinking skill of seeking a balance between what is ‘important to’ and ‘important for’ a person.
How these questions are answered will depend on what the purpose of the One Page Profile is.
Some common purposes for building a one page profile with a person are:
To help people get to know the person quickly and easily To describe a person and their support in a particular situation or time (at school, at work, in their evening routine). To gather the most important person centred information into one place so that it’s possible to support the person really well.
Once the one page profile is developed, it can be updated and shared at different points in the school year, culminating in a new version ready for the annual review of the EHC Plan.
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APPENDIX 2: UNDERSTANDING OUTCOMES
Further information on how to develop outcomes will be available via the Northamptonshire County Council website. The information below is an extract from the SEN Code of Practice 2014 Section 9.
EHC plans must specify the outcomes sought for the child or young person in Section E. EHC plans should be focused on education and training, health and care outcomes that will enable children and young people to progress in their learning and, as they get older, to be well prepared for adulthood. EHC plans can also include wider outcomes such as positive social relationships and emotional resilience and stability. Outcomes should always enable children and young people to move towards the long-term aspirations of employment or higher education, independent living and community participation.
Long-term aspirations are not outcomes in themselves.
An outcome can be defined as the benefit or difference made to an individual as a result of an intervention. It should be personal and not expressed from a service perspective; it should be something that those involved have control and influence over, and while it does not always have to be formal or accredited, it should be specific, measurable, achievable, realistic and time bound (SMART). When an outcome is focused on education or training, it will describe what the expected benefit will be to the individual as a result of the educational or training intervention provided. Outcomes are not a description of the service being provided – for example the provision of three hours of speech and language therapy is not an outcome. In this case, the outcome is what it is intended that the speech and language therapy will help the individual to do that they cannot do now and by when this will be achieved.
When agreeing outcomes, it is important to consider both what is important to the child or young person – what they themselves want to be able to achieve – and what is important for them as judged by others with the child or young person’s best interests at heart. In the case of speech and language needs, what is important to the child may be that they want to be able to talk to their friends and join in their games at playtime. What is important for them is that their behaviour improves because they no longer get frustrated at not being understood.
Outcomes underpin and inform the detail of EHC plans. Outcomes will usually set out what needs to be achieved by the end of a phase or stage of education in order to enable the child or young person to progress successfully to the next phase or stage. An outcome for a child of secondary school age might be, for example, to make sufficient progress or achieve a qualification to enable him or her to attend a specific course at college. Other outcomes in the EHC plan may then describe what needs to be achieved by the end of each intervening year to enable him or her to achieve the college place. From year 9 onwards, the nature of the outcomes will reflect the need to ensure young people are preparing for adulthood.
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APPENDIX 3: STATUTORY TIMESCALES FOR EHC NEEDS ASSESSMENT
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SCHOOLS HOLDING TRANSFER EVENTS
Billing Brook Special School
Bishop Stopford School
Caroline Chisholm School
Corby Business Academy
Danetre & Southbrook Learning Village
Friars Academy
Greenfields Specialist School
Guilsborough School Academy Trust
Huxlow Science College
Isebrook SEN College
Kettering Buccleuch Academy
Kingswood Secondary Academy
Malcolm Arnold Academy
Maplefields Academy
Moulton School & Science College
Northampton School for Girls
Northgate School Arts College Academy
Overstone Park School
Prince William School
Rushden Community College
Sponne School
The Ferrers School
The Gateway School
Weavers Academy
Wollaston School
Wren Spinney Community Special School
Wrenn Academy
Version 3.0 September2016 TRANSFER EVENTS CALENDAR 2016 TO 2017
October 2016
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT SUN
1 2
3 4 5 6 7 8 9
Wrenn School
10 11 12 13 14 15 16
17 18 19 20 21 22 23
Malcolm Arnold Friars Friars
24 25 26 27 28 29 30
HALF TERM HALF TERM HALF TERM HALF TERM HALF TERM
31
November 2016
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT SUN
1 2 3 4 5 6
Maplefields
7 8 9 10 11 12 13
Kingswood School Danetre Southbrook Learning Village
14 15 16 17 18 19 20
Northgate School Bishop Stopford Northgate
21 22 23 24 25 26 27 Prince William
28 29 30
20
December 2016
Y
MONDA TUESDAY WEDNESDAY THURSDAY FRIDAY SAT SUN
1 2 3 4
5 6 7 8 9 10 11
Corby Business Academy
12 13 14 15 16 17 18
19 20 21 22 23 24 25 Christmas holiday Christmas holiday Christmas holiday
26 27 28 29 30 31 Christmas holiday Christmas holiday Christmas holiday Christmas holiday Christmas holiday
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January 2017
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT SUN
1
2 3 4 5 6 7 8
Christmas holiday Christmas holiday Christmas holiday
9 10 11 12 13 14 15
Isebrook School Isebrook School
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
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